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Summary

This edition continues to have in-depth, practical coverage with a focus on the intentional teacher. It presents up-to-the-minute research that a reflective, intentional teacher can apply. The eighth edition of this popular text from renowned educational psychologist Robert Slavin translates theory into practices that teachers can use in their classrooms and focuses on the concept of intentionality. An "intentional teacher," according to Slavin, is one who constantly reflects on his or her practice and makes instructional decisions based on a clear conception of how these practices affect students. To help readers become "intentional teachers," the author models best practices through classroom examples and offers questions to guide the reader. Book jacket.

Table of Contents

Features

p. xiii

Preface

p. xv

About the Author

p. xxvii

Educational Psychology: A Foundation for Teaching

p. 1

What Makes a Good Teacher?

p. 3

Knowing the Subject Matters (but So Does Teaching Skill)

p. 3

Mastering the Teaching Skills

p. 4

Can Good Teaching Be Taught?

p. 5

The Intentional Teacher

p. 5

What is the Role of Research in Educational Psychology?

p. 8

Personal Reflection: Adapting

p. 9

The Goal of Research in Educational Psychology

p. 10

The Value of Research in Educational Psychology to the Teacher

p. 10

Teaching as Decision Making

p. 10

Theory Into Practice: Teaching as Decision Making

p. 12

Research + Common Sense = Effective Teaching

p. 13

Research on Effective Programs

p. 13

Impact of Research on Educational Practice

p. 14

Theory Into Practice: How to Be an Intelligent Consumer of Educational Psychology Research

p. 14

What Research Methods are Used in Educational Psychology?

p. 16

Experiments

p. 16

Correlational Studies

p. 20

Descriptive Research

p. 21

Action Research

p. 21

Personal Reflection: Using Research to Inform Teaching

p. 22

How Can I Become an Intentional Teacher?

p. 22

Teacher Certification

p. 22

Beyond Certification

p. 24

Teaching Dilemmas: Cases to Consider: Choosing a New Curriculum

p. 25

Chapter Summary

p. 26

Key Terms

p. 26

Self-Assessment: Practicing for Licensure

p. 27

Theories of Development

What are Some Views of Human Development?

p. 30

Aspects of Development

p. 30

Issues of Development

p. 30

How Did Piaget View Cognitive Development?

p. 31

How Development Occurs

p. 32

Piaget's Stages of Development

p. 33

Personal Reflection: Egocentrism in Action

p. 37

How is Piaget's Work Viewed Today?

p. 41

Criticisms and Revisions of Piaget's Theory

p. 41

Theory Into Practice: Educational Implications of Piaget's Theory

p. 42

Neo-Piagetian and Information-Processing Views of Development

p. 43

How Did Vygotsky View Cognitive Development?

p. 43

How Development Occurs

p. 44

Applications of Vygotskian Theory in Teaching

p. 46

Theory Into Practice: Classroom Applications of Vygotsky's Theory

p. 46

How Did Erikson View Personal and Social Development?

p. 47

Stages of Psychosocial Development

p. 48

Implications and Criticisms of Erikson's Theory

p. 50

What are Some Theories of Moral Development?

p. 51

Piaget's Theory of Moral Development

p. 51

Kohlberg's Stages of Moral Reasoning

p. 53

Theory Into Practice: Fostering Moral Development in the Classroom

p. 55

Criticisms of Kohlberg's Theory

p. 56

Personal Reflection: Developing Character

p. 57

Teaching Dilemmas: Cases to Consider: Using Moral Reasoning

p. 58

The Intentional Teacher: Using What You Know about Human Development to Improve Teaching and Learning

p. 59

Chapter Summary

p. 60

Key Terms

p. 61

Self-Assessment: Practicing for Licensure

p. 62

Development during Childhood and Adolescence

p. 64

How Do Children Develop During the Preschool Years?

p. 66

Physical Development in Early Childhood

p. 67

Language Acquisition

p. 68

Personal Reflection: Understanding Development

p. 68

Teaching Dilemmas: Cases to Consider: Adapting Instruction

p. 71

Theory Into Practice: Promoting Literacy Development in Young Children

p. 72

Socioemotional Development

p. 73

What Kinds of Early Childhood Education Programs Exist?

p. 75

Day-Care Programs

p. 75

Preschools

p. 75

Compensatory Preschool Programs

p. 76

Early Intervention

p. 77

Kindergarten Programs

p. 77

Developmentally Appropriate Practice

p. 78

How Do Children Develop During the Elementary Years?

p. 78

Physical Development during Middle Childhood

p. 78

Cognitive Abilities

p. 79

Socioemotional Development in Middle Childhood

p. 79

Theory Into Practice: Promoting the Development of Self-Esteem

p. 81

Theory Into Practice: Helping Children Develop Social Skills

p. 83

How do Children Develop During the Middle School and High School Years?

p. 83

Physical Development during Adolescence

p. 83

Cognitive Development

p. 84

Characteristics of Hypothetical-Deductive Reasoning

p. 84

Theory Into Practice: Promoting Formal Operational Thought

p. 85

Socioemotional Development in Adolescence

p. 85

Identity Development

p. 86

Personal Reflection: Coping with Change

p. 86

James Marcia's Four Identity Statuses

p. 87

Self-Concept and Self-Esteem

p. 88

Social Relationships

p. 88

Emotional Development

p. 89

Problems of Adolescence

p. 90

Theory Into Practice: Providing Developmental Assets for Adolescents

p. 92

The Intentional Teacher: Using What You Know about Early Childhood, Middle Childhood, and Adolescent Students to Improve Teaching and Learning

p. 92

Chapter Summary

p. 94

Key Terms

p. 95

Self-Assessment: Practicing for Licensure

p. 95

Student Diversity

p. 96

What Is the Impact of Culture on Teaching and Learning?

p. 98

How Does Socioeconomic Status Affect Student Achievement?

p. 99

The Role of Child-Rearing Practices

p. 101

The Link between Income and Summer Learning

p. 101

The Role of Schools as Middle-Class Institutions

p. 102

School and Community Factors

p. 103

School, Family, and Community Partnerships

p. 103

Theory into Practice: Parent Involvement

p. 104

Is the Low Achievement of Children from Low-Income Groups Inevitable?

p. 105

Implications for Teachers

p. 105

How Do Ethnicity and Race Affect Students' School Experiences?

p. 106

Racial and Ethnic Composition of the United States

p. 106

Academic Achievement of Students from Under-Represented Groups

p. 107

Why Have Students from Under-Represented Groups Lagged in Achievement?

p. 107

Teaching Dilemmas: Cases to Consider: Meeting Resistance

p. 109

Effects of School Desegregation

p. 110

Personal Reflection: Being Sensitive to Race

p. 111

Theory into Practice: Teaching in a Culturally Diverse School

p. 111

How Do Language Differences and Bilingual Programs Affect Student Achievement?

p. 112

Bilingual Education

p. 113

Theory into Practice: Teaching English Language Learners

p. 114

What Is Multicultural Education?

p. 116

Dimensions of Multicultural Education

p. 117

How Do Gender and Gender Bias Affect Students' School Experiences?

p. 118

Do Males and Females Think and Learn Differently?

p. 118

Sex-Role Stereotyping and Gender Bias

p. 119

Theory into Practice: Avoiding Gender Bias in Teaching

p. 120

How Do Students Differ in Intelligence and Learning Styles?

p. 121

Definitions of Intelligence

p. 122

Theory into Practice: Multiple Intelligences

p. 124

Origins of Intelligence

p. 125

Theories of Learning Styles

p. 125

Aptitude-Treatment Interactions

p. 126

Personal Reflection: Understanding Diverse Thinkers

p. 126

Chapter Summary

p. 127

The Intentional Teacher: Using What You Know about Student Diversity to Improve Teaching and Learning

p. 128

Key Terms

p. 130

Self-Assessment: Practicing for Licensure

p. 130

Behavioral Theories of Learning

p. 132

What Is Learning?

p. 134

What Behavioral Learning Theories Have Evolved?

p. 135

Pavlov: Classical Conditioning

p. 135

Thorndike: The Law of Effect

p. 136

Skinner: Operant Conditioning

p. 136

What Are Some Principles of Behavioral Learning?

p. 138

The Role of Consequences

p. 138

Reinforcers

p. 139

Theory into Practice: Classroom Uses of Reinforcement

p. 141

Intrinsic and Extrinsic Reinforcers

p. 141

Theory into Practice: Practical Reinforcers

p. 142

Punishers

p. 143

Immediacy of Consequences

p. 145

Shaping

p. 145

Personal Reflection: Modifying Behavior

p. 146

Extinction

p. 147

Schedules of Reinforcement

p. 148

Teaching Dilemmas: Cases to Consider: Dealing with Behavior Problems

p. 150

Maintenance

p. 151

The Role of Antecedents

p. 152

How Has Social Learning Theory Contributed to Our Understanding of Human Learning?

p. 154

Bandura: Modeling and Observational Learning

p. 154

Theory into Practice: Observational Learning

p. 155

Meichenbaum's Model of Self-Regulated Learning

p. 157

Strengths and Limitations of Behavioral Learning Theories

p. 159

Chapter Summary

p. 159

The Intentional Teacher: Using What You Know about Behavioral and Social Learning Theory to Improve Teaching and Learning

p. 160

Key Terms

p. 162

Self-Assessment: Practicing for Licensure

p. 163

Information Processing and Cognitive Theories of Learning

p. 164

What Is an Information-Processing Model?

p. 166

Sensory Register

p. 167

Short-Term or Working Memory

p. 169

Long-Term Memory

p. 171

Factors That Enhance Long-Term Memory

p. 175

Other Information-Processing Models

p. 175

Research on the Brain

p. 177

What Causes People to Remember or Forget?

p. 181

Forgetting and Remembering

p. 181

Theory into Practice: Reducing Retroactive Inhibition

p. 182

Practice

p. 185

How Can Memory Strategies Be Taught?

p. 186

Verbal Learning

p. 186

Paired-Associate Learning

p. 186

Theory into Practice: Keyword Mnemonics

p. 187

Serial and Free-Recall Learning

p. 188

What Makes Information Meaningful?

p. 189

Rote versus Meaningful Learning

p. 190

Schema Theory

p. 191

Teaching Dilemmas: Cases to Consider: Differing Approaches

p. 192

How Do Metacognitive Skills Help Students Learn?

p. 192

What Study Strategies Help Students Learn?

p. 193

Note-Taking

p. 194

Underlining

p. 194

Summarizing

p. 194

Writing to Learn

p. 195

Outlining and Mapping

p. 195

The PQ4R Method

p. 195

Theory into Practice: Teaching the PQ4R Method

p. 196

Personal Reflection: Defining Effective

p. 196

How Do Cognitive Teaching Strategies Help Students Learn?

p. 197

Making Learning Relevant and Activating Prior Knowledge

p. 197

Organizing Information

p. 199

Chapter Summary

p. 201

The Intentional Teacher: Using What You Know about Cognitive Theories of Learning to Improve Teaching and Learning

p. 202

Key Terms

p. 204

Self-Assessment: Practicing for Licensure

p. 205

The Effective Lesson

p. 206

What is Direct Instruction?

p. 209

Personal Reflection: Balancing Instruction

p. 209

How Is a Direct Instruction Lesson Taught?

p. 210

State Learning Objectives

p. 213

Theory into Practice: Planning a Lesson

p. 213

Orient Students to the Lesson

p. 214

Theory into Practice: Communicating Objectives to Students

p. 215

Review Prerequisites

p. 215

Present New Material

p. 216

Conduct Learning Probes

p. 219

Provide Independent Practice

p. 222

Assess Performance and Provide Feedback

p. 224

Provide Distributed Practice and Review

p. 224

Teaching Dilemmas: Cases to Consider: Designing Lessons

p. 225

What Does Research on Direct Instruction Methods Suggest?

p. 226

Advantages and Limitations of Direct Instruction

p. 227

How Do Students Learn and Transfer Concepts?

p. 227

Concept Learning and Teaching

p. 227

Teaching for Transfer of Learning

p. 228

How Are Discussions Used in Instruction?

p. 232

Subjective and Controversial Topics

p. 232

Difficult and Novel Concepts

p. 232

Affective Objectives

p. 232

Whole-Class Discussions

p. 233

Small-Group Discussions

p. 234

Chapter Summary

p. 235

The Intentional Teacher: Using What You Know about Direct Instruction to Improve Teaching and Learning